Competency Category:
Competency Series:

8.2 – Communicate Verbally

Purpose & Context

Career Development Professionals (CDPs) express themselves verbally in an effective manner, choosing language relevant to their audience. This enables them to share information, ensure clarity and understanding, and promote a cooperative and productive work environment.

Effective Performance

Competent career development professionals must be able to:

  • P1. Use language appropriate to audience, e.g. avoid jargon
  • P2. Vary tone and volume to:
    • Stimulate interest
    • Emphasize major points
  • P3. Use pauses to:
    • Provide transition time between key points
    • Maintain participants’ attention
  • P4. Use inflection to indicate intended purpose, e.g. increased pitch at the end of questions
  • P5. Verify understanding of messages, for example:
    • Paraphrase others’ message
    • Summarize outcomes of discussions
  • P6. Speak at appropriate pace

Knowledge & Understanding

Competent career development professionals must know and understand:

  • K1. Barriers to effective speaking, e.g. background noise, contradictory body language
  • K2. Cultural behaviours regarding verbal communication
  • K3. Physical and mental disabilities that may affect body language
  • K4. Verbal, non-verbal and paraverbal communication
  • K5. Question types, e.g. open-ended, closed-ended, probing

Contextual Variables

Competent career development professionals must be able to perform this competency in the following range of contexts:

None

Glossary & Key References

Terms

Industry-specific terms contained in the standard defined here, where applicable.

Paraverbal: messages transmitted through the manner in which words are spoken, e.g. tone, pacing, pitch

Information Sources and Resources for Consideration

None

Context Rating Scales

Criticality

Q: What is the consequence of a professional being unable to perform this skill according to the standard?

Moderate risk: CRITICAL

Frequency

Q: How frequent and under what conditions is this skill performed?

Routinely, regular course of procedure

Level of Difficulty

Q: Under routine circumstances, how would you rate the level of difficulty in performing this skill?

Minimal difficulty or complexity

Time Required to Gain Proficiency

Q: What is the average length of time or number of repeated events that are minimally necessary for an individual to become proficient in performing the skill to the standard?

A career development professional seeks advice and guidance on how to improve verbal communication on a regular basis.

Autonomy

Practitioners typically perform this competency without supervision, and alone and/or as part of a team.

Automation

It is unlikely that this competency will automate.

Requisite Work Aids, Tools, Equipment or Materials

None